Design Thinking, Leadership, and the Grammar of Schooling
Implications for Educational Change
Bibliographic Data
| ID | 11366425 |
|---|---|
| Authors | Lea Hubbard (University of San Diego, corresponding author), Amanda Datnow (0000-0002-7228-6373, University of California San Diego) |
| Year | 2020 |
| Volume | 126 |
| Issue | 4 |
| Pages | 499-518 |
| Publication date | 2020-08-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0195-6744 • E-ISSN: 1549-6511 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/709510 |
| OpenAlex | W3035813480 |
| Language | EN |
| Citations received | 9 |
| References cited | 12 |
A growing number of schools across the globe have implemented design thinking (DT) as an instructional approach to increase student engagement, motivate creative thinking, and teach students to problem solve. Although offering significant opportunity to students, implementing DT can involve pushing against the traditional “grammar of schooling.” Drawing on in-depth qualitative case study data, we present findings on a previously low-performing, underenrolled middle school that underwent a dramatic shift when becoming a magnet school focused on DT. We explain the intentional leadership actions that facilitated structural and cultural changes, including building a collaborative leadership structure. Interactions between the principal and the teachers led to the emergence of practices that supported innovation schoolwide. At the same time, internal and external challenges rooted in the grammar of schooling arose, requiring educators to respond to sustain the momentum for change. Implications for policy and practice are discussed
Educational leadership · Globe · Grammar · Instructional leadership · Mathematics education · Pedagogy · Principal (computer security · Qualitative property · Qualitative research · Social science · Sociology · Teacher Leadership · Computer Science · Creativity in Education and Neuroscience · Design Education and Practice · Organizational Learning and Leadership · Psychology
A meta-analysis of the effects of design thinking on student learning
Citizen science as a relevant approach to the challenges of complex thinking development in higher education
Innovation in Portuguese schools
Generating Innovative Ideas for School Improvement
Innovation Plans in Portuguese Schools
Reframing design in education
Does the sharing of leadership increase the coherence of a school's instructional framework
The Concept of Organizational Routines and Its Potential for Investigating Educational Initiatives in Practice
Exploring the limits of 21st century educational change discourses
| Citations per year | 2.25 |
|---|---|
| Citation span | 2022 - 2025 (4) |
| Highly cited | No |